[Vision2020] Research PhD's
DonaldH675@aol.com
DonaldH675@aol.com
Fri, 13 Feb 2004 03:24:13 EST
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Dear Visionaries and Ben Merkle,
Ben correctly points out that many British universities follow a research=20
model for PhD training. It is my understanding that such a model may not re=
quire=20
lecture or lab classes but rather focuses on the independent research in a=20
specific area. This methodology is distinctly different from the taught +=20
research model at most American universities. Incidentally, many credible=20
universities in the U.K. are gradually switching to the taught + research mo=
del,=20
others continue a highly supervised research approach. =20
For example, Cambridge awards a research degree following acceptance and=20
defense of a dissertation not exceeding 80,000 words, normally after a minim=
um of=20
three years full-time supervised research. =20
http://www.iocs.cam.ac.uk/othercourse.html Oxford, on the other hand appear=
s to prefer a tutorial system. Most=20
students are taught in all forms during their study at Oxford.=20
http://www.politics.ox.ac.uk/applicants/grad/faq.asp#14
The University of Wales at Lampeter PhD is =E2=80=9Cawarded purely for resea=
rch,=20
there are no taught elements. http://www.lamp.ac.uk/trs/Postgraduate/phd.htm
=20
Frankly, it seems astonishing that Mr. Merkle was admitted (and I am still=20
not clear whether it was to the University of Wales or to the Evangelical=20
Theological College of Wales) without a masters degree. He must be an excep=
tional=20
scholar. I do think however, that there is a significant difference between=
an=20
unfinished Master=E2=80=99s program in English Literature at the University=20=
of Idaho=20
and an intellectually rigorous, broadly based Religious Studies tutorial and=
=20
lecture based master's program (complete with thesis) in the U.K. (Which=20
training, in fact, appears to be the conventional path to PhD programs in th=
e UK)
On the other hand, several well thought of American schools have a different=
=20
approach. American PhD=E2=80=99s in theology or religious studies (from accr=
edited=20
schools) require thorough background training and a broad understanding of=20
religion and culture, in addition to foreign language and biblical study. Th=
e=20
following are examples:
Columbia:=20
http://www.columbia.edu/cu/religion/grad-prgm-pages/grad-handbook/main-pages=
/part4/index.html
Harvard: http://www.fas.harvard.edu/~csrel/
Princeton| http://www.princeton.edu/~religion/graduatecoursework.html
A short description of Princeton=E2=80=99s formal course work which is typic=
al of=20
other accredited schools offering a PhD in theology is described below.
=E2=80=9CFormal Course Work: Graduate students in religion ordinarily take c=
ourses of=20
several different kinds and with a number of distinct aims in view. One aim=20
is to develop familiarity with leading traditions of research and analysis i=
n=20
religious studies. Another is to prepare for the General Examination in the=20
student's area of concentration. A third is to pursue specific interests rel=
evant=20
to the student's scholarly development, especially in the area of the=20
Dissertation. Students are expected to consult their principal advisers and=20=
the=20
Director of Graduate Studies, but responsibility for designing a course of s=
tudy=20
that satisfies these aims in the limited time available falls mainly on stud=
ents=20
themselves.=E2=80=9D
During the Fall Term of each year a Departmental Seminar (Religion 501 or 50=
2=20
in alternate years) is offered on a topic of general interest in religious=20
studies. This course is required of all first-and second-year students, and=20=
its=20
purpose is to help students develop awareness of various approaches to the=20
study of religion, their history, and their assumptions about understanding=20=
and=20
explaining religious texts and behavior. Departmental Seminars also give=20
students an opportunity to interact regularly with people working in all the=
=20
sub-fields in Religion. Specialized instruction within the field of concentr=
ation is=20
carried on primarily in reading courses, the form and content of which are=20
tailored to the student's particular interests and needs. Reading courses=20
frequently involve several students but may often take the form of one-on-on=
e=20
tutorials with a member of the faculty. On occasion, reading courses are giv=
en in=20
conjunction with advanced undergraduate courses, in which graduate students=20=
are=20
welcome to participate. The Department also offers occasional graduate semin=
ars=20
in each of the special fields, as well as seminars on specific issues, such=20
as popular religion, millennialism, and comparative religious thought.=20
Virtually all graduate students in religion at Princeton do extensive course=
work=20
outside the Department. Most enroll in graduate seminars and reading courses=
in=20
other departments at Princeton, such as Anthropology, Classics, East Asian=20
Studies, History, Near Eastern Studies, Philosophy, Politics, and Sociology=
.=20
Graduate seminars and other resources at Columbia University, Princeton Theo=
logical=20
Seminary, and the University of Pennsylvania are also readily available,=20
thanks to cooperative arrangements with those institutions.=E2=80=9D
It seems to me that one might expect a significant difference in the=20
educational end product when the two methods are compared. Luckily for Ben=20=
he can=20
skip all the *extra stuff* and just focus on learning what he can teach=20
himself....is this an extreme example of homeschooling, or what?
Rose Huskey
=20
=20
=20
=20
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<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New R=
oman" size=3D3>Dear Visionaries and Ben Merkle,</FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New R=
oman" size=3D3></FONT> </P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT size=3D3><FONT face=
=3D"Times New Roman">Ben correctly points out that many British universities=
follow a research model for PhD training.<SPAN style=3D"mso-spacerun: yes">=
</SPAN>It is my understanding that such a model may not require=20=
lecture or lab classes but rather focuses on the independent research in a s=
pecific area.<SPAN style=3D"mso-spacerun: yes"> </SPAN>This methodolog=
y is distinctly different from the taught + research model at most American=20=
universities.<SPAN style=3D"mso-spacerun: yes"> Incidentally, m</SPAN>=
any credible universities in the <st1:country-region><st1:place>U.K.</s=
t1:place></st1:country-region> are gradually switching to the taught + resea=
rch model, others continue a <U>highly supervised</U> research approach.<SPA=
N style=3D"mso-spacerun: yes"> </SPAN></FONT></FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New R=
oman" size=3D3>For example, <st1:City><st1:place>Cambridge</st1:place></st1:=
City> awards a</FONT><A name=3D23></A><FONT size=3D3><FONT face=3D"Times New=
Roman"> research degree following acceptance and defense of a dissertation=20=
not exceeding 80,000 words, normally after a minimum of three years full-tim=
e supervised research.<SPAN style=3D"mso-spacerun: yes"> </SPAN></FONT=
></FONT><A href=3D"http://www.iocs.cam.ac.uk/othercourse.html"><FONT face=
=3D"Times New Roman" size=3D3>http://www.iocs.cam.ac.uk/othercourse.html</FO=
NT></A><FONT size=3D3><FONT face=3D"Times New Roman"><SPAN style=3D"mso-spac=
erun: yes"> </SPAN><st1:City><st1:place>Oxford</st1:place></st1:City>,=
on the other hand appears to prefer a tutorial system. Most students a=
re taught in all forms during their study at <st1:City><st1:place>Oxford</st=
1:place></st1:City>. </FONT></FONT><A href=3D"http://www.politics.ox.ac.uk/a=
pplicants/grad/faq.asp#14"><FONT face=3D"Times New Roman" size=3D3>http://ww=
w.politics.ox.ac.uk/applicants/grad/faq.asp#14</FONT></A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT size=3D3><FONT face=
=3D"Times New Roman"><SPAN style=3D"COLOR: black">The </SPAN><st1:place><st1=
:PlaceType><SPAN style=3D"COLOR: black">University</SPAN></st1:PlaceType><SP=
AN style=3D"COLOR: black"> of </SPAN><st1:PlaceName><SPAN style=3D"COLOR: bl=
ack">Wales</SPAN></st1:PlaceName></st1:place><SPAN style=3D"COLOR: black"> a=
t Lampeter PhD is =E2=80=9Cawarded purely for research, there are no ta=
ught elements. <A href=3D"http://www.lamp.ac.uk/trs/Postgraduate/phd.htm"><S=
PAN style=3D"COLOR: black">http://www.lamp.ac.uk/trs/Postgraduate/phd.htm</S=
PAN></A></SPAN></FONT></FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT size=3D3><FONT face=
=3D"Times New Roman"><SPAN style=3D"COLOR: black"><o:p></o:p></SPAN></FONT><=
/FONT> </P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New R=
oman" size=3D3>Frankly, it seems astonishing that Mr. Merkle was admitted (a=
nd I am still not clear whether it was to the <st1:place><st1:PlaceType>Univ=
ersity</st1:PlaceType> of <st1:PlaceName>Wales</st1:PlaceName></st1:place> o=
r to the Evangelical Theological College of Wales) without a masters degree.=
<SPAN style=3D"mso-spacerun: yes"> </SPAN>He must be an exceptional sc=
holar.<SPAN style=3D"mso-spacerun: yes"> </SPAN>I do think however, th=
at there is a significant difference between an unfinished Master=E2=80=99s=20=
program in English Literature at the University of Idaho and an intellectual=
ly rigorous, broadly based Religious Studies tutorial and lecture based=
master's program (complete with thesis) in the U.K. (Which training, in fac=
t, appears to be the conventional path to PhD programs in the UK)</FONT=
></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><SPAN style=3D"mso-spacer=
un: yes"><FONT face=3D"Times New Roman" size=3D3></FONT></SPAN> </P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New R=
oman" size=3D3>On the other hand, several well thought of American schools h=
ave a different approach.</FONT><A name=3DN10012><FONT size=3D3><FONT face=
=3D"Times New Roman"> American PhD=E2=80=99s in theology or religious studie=
s (from accredited schools) require thorough background training and a broad=
understanding of religion and culture, in addition to foreign language and=20=
biblical study. The following are examples:<o:p></o:p></FONT></FONT></A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><SPAN style=3D"mso-bookma=
rk: N10012"></SPAN><FONT size=3D3><FONT face=3D"Times New Roman"><st1:City><=
st1:place><SPAN style=3D"mso-bookmark: N10012">Columbia</SPAN></st1:place></=
st1:City><SPAN style=3D"mso-bookmark: N10012">:</SPAN> http://www.columbia.e=
du/cu/religion/grad-prgm-pages/grad-handbook/main-pages/part4/index.html<BR>=
Harvard: </FONT></FONT><A href=3D"http://www.fas.harvard.edu/~csrel/"><SPAN=20=
style=3D"COLOR: black"><FONT face=3D"Times New Roman" size=3D3>http://www.fa=
s.harvard.edu/~csrel/</FONT></SPAN></A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New R=
oman" size=3D3>Princeton| </FONT><A href=3D"http://www.princeton.edu/~religi=
on/graduatecoursework.html"><FONT face=3D"Times New Roman" size=3D3>http://w=
ww.princeton.edu/~religion/graduatecoursework.html</FONT></A></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT size=3D3><FONT face=
=3D"Times New Roman">A short description of <st1:place>Princeton</st1:place>=
=E2=80=99s formal course work which is typical of other accredited schools o=
ffering a PhD in theology is described below.<o:p></o:p></FONT></FONT></P>
<P><FONT size=3D3><FONT face=3D"Times New Roman"><B><SPAN style=3D"COLOR: bl=
ack">=E2=80=9CFormal Course Work:</SPAN></B><SPAN style=3D"COLOR: black"> Gr=
aduate students in religion ordinarily take courses of several different kin=
ds and with a number of distinct aims in view. One aim is to develop familia=
rity with leading traditions of research and analysis in religious studies.=20=
Another is to prepare for the General Examination in the student's area of c=
oncentration. A third is to pursue specific interests relevant to the studen=
t's scholarly development, especially in the area of the Dissertation. Stude=
nts are expected to consult their principal advisers and the Director of Gra=
duate Studies, but responsibility for designing a course of study that satis=
fies these aims in the limited time available falls mainly on students thems=
elves.=E2=80=9D<o:p></o:p></SPAN></FONT></FONT></P>
<P><FONT size=3D3><FONT face=3D"Times New Roman"><SPAN style=3D"COLOR: black=
">During the Fall Term of each year a Departmental Seminar (Religion 501 or=20=
502 in alternate years) is offered on a topic of general interest in religio=
us studies. This course is required of all first-and second-year students, a=
nd its purpose is to help students develop awareness of various approaches t=
o the study of religion, their history, and their assumptions about understa=
nding and explaining religious texts and behavior. Departmental Seminars als=
o give students an opportunity to interact regularly with people working in=20=
all the sub-fields in Religion. Specialized instruction within the field of=20=
concentration is carried on primarily in reading courses, the form and conte=
nt of which are tailored to the student's particular interests and needs. </=
SPAN><st1:City><st1:place><SPAN style=3D"COLOR: black">Reading</SPAN></st1:p=
lace></st1:City><SPAN style=3D"COLOR: black"> courses frequently involve sev=
eral students but may often take the form of one-on-one tutorials with a mem=
ber of the faculty. On occasion, reading courses are given in conjunction wi=
th advanced undergraduate courses, in which graduate students are welcome to=
participate. The Department also offers occasional graduate seminars in eac=
h of the special fields, as well as seminars on specific issues, such as pop=
ular religion, millennialism, and comparative religious thought. Virtually a=
ll graduate students in religion at </SPAN><st1:place><SPAN style=3D"COLOR:=20=
black">Princeton</SPAN></st1:place><SPAN style=3D"COLOR: black"> do extensiv=
e course work outside the Department. Most enroll in graduate seminars and r=
eading courses in other departments at Princeton, such as <A href=3D"http://=
www.princeton.edu/~antwww" target=3D_blank><SPAN style=3D"COLOR: black">Anth=
ropology</SPAN></A>, <A href=3D"http://www.princeton.edu/~classics" target=
=3D_parent><SPAN style=3D"COLOR: black">Classics</SPAN></A>, <A href=3D"http=
://www.princeton.edu/~eastasia" target=3D_blank><SPAN style=3D"COLOR: black"=
>East Asian Studies</SPAN></A>, <A href=3D"http://www.princeton.edu/~history=
" target=3D_blank><SPAN style=3D"COLOR: black">History</SPAN></A>, <A href=
=3D"http://www.princeton.edu/~nes" target=3D_parent><SPAN style=3D"COLOR: bl=
ack">Near Eastern <SPAN style=3D"mso-spacerun: yes"> </SPAN>Studies</SP=
AN></A>, <A href=3D"http://webware.princeton.edu/philosph" target=3D_blank><=
SPAN style=3D"COLOR: black">Philosophy</SPAN></A>, <A href=3D"http://www.pri=
nceton.edu/~politics" target=3D_blank><SPAN style=3D"COLOR: black">Politics<=
/SPAN></A>, and <A href=3D"http://www.princeton.edu/~sociolog/" target=3D_bl=
ank><SPAN style=3D"COLOR: black">Sociology</SPAN></A>. Graduate seminars and=
other resources at </SPAN><st1:place><st1:PlaceName><SPAN style=3D"COLOR: b=
lack">Columbia</SPAN></st1:PlaceName><SPAN style=3D"COLOR: black"> </SPAN><s=
t1:PlaceType><SPAN style=3D"COLOR: black">University</SPAN></st1:PlaceType><=
/st1:place><SPAN style=3D"COLOR: black">, Princeton Theological Seminary, an=
d the </SPAN><st1:place><st1:PlaceType><SPAN style=3D"COLOR: black">Universi=
ty</SPAN></st1:PlaceType><SPAN style=3D"COLOR: black"> of </SPAN><st1:PlaceN=
ame><SPAN style=3D"COLOR: black">Pennsylvania</SPAN></st1:PlaceName></st1:pl=
ace><SPAN style=3D"COLOR: black"> are also readily available, thanks to coop=
erative arrangements with those institutions.=E2=80=9D<o:p></o:p></SPAN></FO=
NT></FONT></P>
<P><SPAN style=3D"COLOR: black"><FONT size=3D3><FONT face=3D"Times New Roman=
">It seems to me that one might expect a significant difference in the educa=
tional end product when the two methods are compared. Luckily for=
Ben he can skip all the *extra stuff* and just focus on learning =
what he can teach himself....is this an extreme example of homeschooling, or=
what?</FONT></FONT></SPAN></P>
<P><SPAN style=3D"COLOR: black"><FONT size=3D3><FONT face=3D"Times New Roman=
">Rose Huskey<o:p></o:p></FONT></FONT></SPAN></P>
<P><SPAN style=3D"COLOR: black"><o:p><FONT face=3D"Times New Roman" size=3D3=
> </FONT></o:p></SPAN></P>
<P><SPAN style=3D"COLOR: black"><o:p><FONT face=3D"Times New Roman" size=3D3=
> </FONT></o:p></SPAN></P>
<P><SPAN style=3D"FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Arial"><o:p>&n=
bsp;</o:p></SPAN></P>
<P><SPAN style=3D"FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Arial"><o:p>&n=
bsp;</o:p></SPAN></P></BODY></HTML>
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